Unit Plan: Right Triangles & Their Applications

Kalie Rickard
Geometry
Student Teaching

Table of Contents
Page

Content

3
4
5-8
9-13
14-20
21-25
26-29
30-32
33-37
38
39-40
41-44
45
46

Introduction to the unit

Standards, goals and objectives of the unit
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Bibliography
Final Assessment
Reflection
Student Reflection Form
Teacher Evaluation Form

Introduction
This unit, and each of the lessons in it, is part of a bigger picture. The overarching theme
is right triangles and their applications. The goal is to show students all the different ways in
which right triangles appear in various facets of mathematics and life. There is not a need to
memorize formulas and equations and reproduce infinitely many of the same problem, but
rather learn to recognize patters and apply prior knowledge to current situations.
The students will be using a wide variety of learning tools, as well as receiving many
different instructional methods. They will learn in all different ways and situations so that they
can take this knowledge and apply it in any circumstance. The standards in this unit are meant
to be understood by the students, but also to worked through and questioned as stated in the 8
Standards for Mathematical Practice. These standards are as follows: 1. Make sense of
problems and persevere in solving them, 2. Reason abstractly and quantitatively, 3. Construct
viable arguments and critique the reasoning of others, 4. Model with mathematics, 5. Use
appropriate tools strategically, 6. Attend to precision, 7. Look for and make use of structure, and
8. Look for and express regularity in repeated reasoning. These are all practices that are pivotal
in distinguishing between memorizing facts and numbers and understanding, comprehending
and justifying actions and calculations.
Throughout this unit, students will learn to justify their answers and solutions in a myriad
of ways, such as through writing, speaking and assessment taking. If they are unable to master
a concept in the given timeline, they are welcome to come in and retest when they feel they
have asked for ample assistance and understand what is being asked of them in the concept.
This unit is designed to promote risk-taking and problem solving, because there really is no
penalty for being wrong. There is always retesting available and we will have the benefit of
learning from our mistakes.

Standards
The standards will be addressed at the beginning of each lesson plan, but here is a list
of all of the ones that will be tackled during this unit.
HSG.SRT.B.4Prove theorems about triangles. Theorems include: a line parallel to one side of
a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved
using triangle similarity.
HSG.SRT.C.7Explain and use the relationship between the sine and cosine of complementary
angles.
HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles
in applied problems.
HSG.MG.A.1Use geometric shapes, their measures, and their properties to describe objects
(e.g., modeling a tree trunk or a human torso as a cylinder).

Goals
The learner will learn the relationships that exist between the sides and angles of right triangles
and express them through writing and application.
The learner will understand how to apply various mathematical techniques to any type of
triangle in order to solve for missing sides or angles.
The learner will enjoy using technology and interactive websites in order to dig deeper into
content and comprehend it visually, linguistically and verbally.

Objectives
I can use and explain the Pythagorean Theorem and its converse. I can apply the Pythagorean
Theorem to solve right triangles in real-life context problems.
I can use the properties of 45-45-90 and 30-60-90 triangles to determine side lengths without
using the Pythagorean Theorem.
I can use the sine, cosine and tangent ratios to determine side lengths and angle measures in
right triangles.
I can use angles of elevation and depression to solve problems.

LESSON 1:
Standard: HSG.SRT.B.4Prove theorems about triangles. Theorems include: a line parallel to
one side of a triangle divides the other two proportionally, and conversely; the Pythagorean
Theorem proved using triangle similarity. HSG.SRT.C.8Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
Objective/Target and I can statements: I can use and explain the Pythagorean Theorem and
its converse. I can apply the Pythagorean Theorem to solve right triangles in real-life context
problems.
Anticipatory Set: The students have seen the Pythagorean Theorem before, as we have used it
to solve problems involving distance and area. To jog their memory, there will be two problems
on the board: one involving finding the distance of a line segment and one where right triangles
are involved in finding the area of a figure. The students will record this in their notebooks
(where everything else for this class goes).
Input
A. Task Analysis
1. Information the learner needs: The learner needs only an understanding of what is
the Pythagorean Theorem and how to use it on a right triangle. The learner also needs
to know how to square and perform basic operations on numbers (add, subtract,
multiply, divide).
2. Procedure: The students will work through the warm up activity as I come around to
check their notes from the video lesson they watched the night before. After checking
their notes, I will pull popsicle sticks to go through the problems step by step with
input from various students. Once we have worked our way through the two problems,
we will begin a discussion on Pythagorean Theorem and its application. I will pose
various questions to begin conversation, but it will be up to the students to respond and
pose additional questions of their own. This dialogue is something that is likely
different from their past math classes. Instead of skill and drill problems and lecture,
this gives the concept a deeper meaning. Theyre able to pose questions in a natural
setting with free-flowing dialogue. Its a less stressful environment when all of their
classmates are just having a conversation with the teacher. Once the conversation has
come to an end, there will be a worksheet of practice to see if they can apply what we
talked about. During this time I will go around and answer questions as they arise for
each student, as well as assess their current level of understanding.
B. Thinking Levels/Blooms Taxonomy: Levels 1 and 2, knowledge and comprehension are
addressed in this lesson. Students are asked to recall information from previous lessons and
math classes and understand it at a basic level. The comprehension is addressed in the
discussion section of the lesson. There will be a deeper understanding of the facts and ask
any questions they may have to dispel any uncertainties.
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C. Accommodations: If an extra resource staff is available, then allow the student to work
with this staff member one-on-one. The teacher will answer questions in such a way that
the responses scaffold the student toward the solution without completely giving it away.
For visual or hearing impaired students, either enlarged images or extra auditory tools will
be provided.
D. Managing the Lesson: Since this lesson will be mostly discussion based, it will important
that I stay on top of the conversation to ensure math based questioning and response. For
the independent/partner practice, it will be more about me being able to get around to
every student to assess his/her understanding of the material.
Modeling: This lesson will have very little teacher modeling, because the majority will be
student led in nature. The teacher will be posing intermittent questions to ensure the discussion
stays on topic and flows in a cohesive, logical way, but other than that its up to the students on
this part to model good questioning. If there are any questions that cannot be answered by the
students themselves, the teacher can step in and clarify or model a problem or two so that the
student(s) understand.
Checking for Understanding
A. Sample questions: What does the Pythagorean Theorem allow us to find? What is its
purpose? How can we use the Pythagorean Theorem to determine whether three given lengths
form a right triangle or not? How do we know which sides are a, b and c in a right triangle? Does
it matter?
B. Teach and check: The teacher will field questions from the warm up to ensure that the
students are recalling the information from the previous lessons on Pythagorean Theorem. The
teacher will also interject only to ask questions and answer those that the students do not know
during the discussion portion. To check for understanding, each student must contribute at least
one statement or question to the conversation. Then, during the worksheet work time, the teacher
will be able to walk around from student to student and assess each persons individual
understanding. This is the time that the teacher can check for comprehension and give additional
explanation if necessary.
C. Response: For the warmup, each student must be prepared since I will be calling
names from the popsicle sticks. Each student must say at least one thing (explanation or
question), but can definitely participate more than that. During the worksheet, there is the option
of working individually or with a partner.
Guided Practice: The guided practice is the discussion. They will be defining, explaining,
describing and identifying the various parts of the Pythagorean Theorem to gain a lasting idea/
understanding of this crucial theorem. This practice is using the linguistic and interpersonal
multiple intelligences as students will be learning from one another and learning to express and
articulate their mathematical thoughts in a cohesive manner.

Independent Practice: The worksheet is the independent practice for the day. The students
should have plenty of time to complete the worksheet in class. Since we do a lot of partner and
group work in the class, we always allow the student to work with someone if theyd like, or if
they prefer independent work then this is the time for that. As the teacher comes around to check
each students work, we will be able to analyze who understands the concept and who is still
struggling.
Closure: The independent practice (worksheet) is the closure. The students must complete and
check it over using a different colored pen with the key. Then, once theyve completed this, the
teacher will star their page, which should be in their interactive notebook.

LESSON 2:
Standard: HSG.SRT.B.4Prove theorems about triangles. Theorems include: a line parallel to
one side of a triangle divides the other two proportionally, and conversely; the Pythagorean
Theorem proved using triangle similarity. HSG.SRT.C.8Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied problems.
Objective/Target and I can statements: I can use and explain the Pythagorean Theorem and
its converse. I can apply the Pythagorean Theorem to solve right triangles in real-life context
problems.
Anticipatory Set: This is day two of working with the Pythagorean Theorem. The students will
want their notes and work out from yesterday, so that they can turn to their partners and give a
quick two minute review/synopsis of what we discussed yesterday in class. Then well dive right
into our activity for the day.
Input
E. Task Analysis
1. Information the learner needs: The learner still needs the basic understanding of the
Pythagorean Theorem and how to apply it to a right triangle from day 1 of this lesson.
The learner also needs to know how to square and perform basic operations on
numbers (add, subtract, multiply, divide).
2. Procedure: Each pair of students will receive five squares of varying sizes: 5x5, 7x7,
12x12, 13x13 and 17x17 made of graph paper. Their job is to form triangles of various
sizes using the edges of the squares as the edges of the triangles. Not all of the squares
will form triangles. The students are responsible for making a chart of some kind to
keep track of their observations. For example, when the triangle is obtuse, the students
should record this, as well as the side lengths and the side lengths squared. When they
apply the Pythagorean Theorem to these side lengths, they should record what they
observe (about each type of triangle: acute, right and obtuse). Once theyve recorded as
many observations as they can, they will begin making conclusions about each type of
triangle. Once Ive had a chance to go around to each partner group and see that they
have at least gotten a start on the observations and conclusions, I will call the class
back to the front to go over their discoveries together. Finally, the remainder of class
will be spent on practice problems to make sure they can apply what theyve learned
and concluded from the activity.
F. Thinking Levels/Blooms Taxonomy: Levels 3 and 4, comprehension and application,
are addressed in this lesson. Students are asked to demonstrate an understanding of the
facts of the Pythagorean Theorem and apply them to different types of triangles.
G. Accommodations: For students with visual impairments, the hands on nature of this
activity is already an accommodation. They can work more by feel than by sight. Also,
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theyre with a partner, so the partner can help explain what is happening. For auditory
impaired students, again the activity is well designed because it is something they can do
with sight onlymanipulating the squares, taking notes, making observations, etc. If there
are aides available, they can help float and make their way around to each group to
accelerate the process.
H. Managing the lesson: Since this lesson is mostly student led, it will be important that I
circle the room frequently to ensure that students are staying on task and doing what is
being asked of them. Its crucial that I call the entire class back together at the appropriate
time so that not too many of them are long done with the activity and not too many are just
goofing off because theyve become frustrated. Timing will be everything with this lesson.
Modeling: The teacher will model what is meant by creating triangles using the cut out graph
paper squares so that the students understand the task at hand. There will be little teacher
modeling for a while and more student modeling. Theyre now creating the figures that will help
them draw mathematical conclusions. Once the class is called back together to discuss the
overall findings, the teacher will model what should have been discovered (if the students dont
point it out in the process). Then, the only other modeling that will take place during the
remainder of the class will be if a student comes up to the teacher and asks for specific help or
assistance on a problem. The teacher can model so that the student understands what is occurring
in said problem.
Checking for Understanding
A. Sample questions: What happens if you apply the Pythagorean Theorem to these side
lengths? What do you notice about the side lengths of an obtuse triangle? An acute one? A right
one? Are there some side lengths that dont form triangles? Why do you think that is? What
observations have you made? How could you dig deeper into these observations to draw
conclusions?
B. Teach and check: As the teacher walks around, he/she will interact with each group
of students to see what they are pulling from the activity. He/she can guide the discussion and
help them see the activity in a new light. It will also be evident as to what was learned by each
student when they begin to work on the independent worksheet practice. Those who are barely
working or who are coming up for continual help may need more work and/or a different
explanation of how to do certain types of problems.
C. Response: For the warm-up, the students are the ones doing the responding because
theyre the ones who are explaining the Pythagorean Theorem to their partners. Then, their
responses will be to me and to one another as I walk around to each group and ask them about
their observations and conclusions.
Guided Practice: The guided practice takes place as they work with each other in groups on the
observations and conclusions chart. I will be walking around and helping them, so they will have
some guidance and direction to what they should be noticing and how to make sense of it all.

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Independent Practice: The independent practice comes from the worksheet practice. These
problems are designed to be worked on individually or with one other partner. This will let the
students know whether or not they understand the material, or which parts they are comfortable
with and with what parts they need more practice. After drawing their own conclusions on the
material, the hope is that the information has been internalized and understood at a deeper level.
That way, the independent practice wont seem so hard.
Closure: The closure for today will be to get their worksheets stared and put in their interactive
notebooks. They will first need to check and correct their worksheets against the answer key in
the front of the room before they are able to receive a star for their work.

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LESSON 3:
Standard: HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
Objective/Target and I can statements: I can use the properties of 45-45-90 and
30-60-90 triangles to determine side lengths without using the Pythagorean Theorem.
Anticipatory Set: Writing: what would happen if we didnt have two side lengths of a right
triangle? How would we be able to find the other two sides without the use of the Pythagorean
Theorem? This is something they put in their notebooksthere is no right or wrong answer
rather, did you put in thought and effort.
Input
A. Task Analysis:
1. Information the learner needs: The learner needs knowledge of the
Pythagorean Theorem, as well as knowledge on how to write solutions in simplest radical
form. He/she will also need to be comfortable solving for variables and setting up and
solving simple equations.
2. Procedure: Each student will receive a large sheet of printer paper that has a
pre-made outline of the notes and examples we are going to go through today. It is a type
of flip-chart to help them keep the 45-45-90 and 30-60-90 triangles straight, as well as
give them a reference to go back to if they are stuck on a special right triangles problem
from here on out. We will write the two types of special right triangles and draw a
representative figure on the front flap of the flip-chart, and then go ahead and begin our
work on the inside. The inside has four examples (2 of each type of triangle). The first
one of each type we will do together, and then I will give them the opportunity to try the
next on their own/with their partners. Once theyve had enough time to complete the final
two examples, Ill go through it up front so they can check their work process and
answers with mine. From there, its a lot of practice. This particular skill really just needs
time, practice and variation to become comfortable with the relationships that exist
between all of the triangle sides. There will be 3 worksheets of practice for them to work
on for the majority of the day. Students are encouraged to listen to music as they work to
block out distractions and really get them in their own head space.
B. Thinking Levels: Blooms Taxonomy: Levels 2 and 3, comprehension and
application, are addressed in this lesson. Students are beginning to comprehend the side
relationships in special right triangles and apply their knowledge to practice problems.
C. Accommodations: For students with visual impairments, the flip-chart will be
enlarged, as will the worksheets. If students need extra help, they will have plenty of time
to ask during the independent work time. If there are aides available, they can help those
students who may need additional help beyond the means of the time constraints of the
teacher.
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D. Managing the lesson: Since there is some direct instruction going on in this lesson, I
will need to make sure that the students are paying attention and not getting board as the
teacher talks. Therefore, questions will be asked periodically throughout the instructional
time to keep students focused and prepared. During the independent practice, the teacher
will walk throughout the students, checking to ensure that they are all working and asking
the questions they may have.
Modeling: The teacher will model the relationships that exist amongst the sides of special right
triangles (30-60-90 and 45-45-90). First it will be done in general terms using variables and
standard examples. Then, examples with actual numbers will be introduced. The teacher will
model the first two examples (one from each type of triangle) and then have the students try it
out on the next two examples. Additional modeling will occur when/if the student comes up
individually and asks for help from the teacher during work time.
Checking for Understanding
A. Sample questions: What side is crucial to know/discover in the 30-60-90 triangle?
Why? What is true of the two legs in the 45-45-90 triangle? How do you know this? How
will you keep the side relationships straight? Which one(s) are most difficult for you to
remember or solve for? Why do you think that is?
B. Teach and check: During the flip-chart, the teacher will walk around and see how
everyone is doing with the examples. Then the teacher will come back to the front and
model the correct process and solution so the students can self-check and ask questions
when necessary. The students will be cut free to work independently and during this time,
the teacher will walk around as well, pausing to check in on struggling groups and make
sure everyone knows what he/she should be doing. If there are problems that multiple
students seem to struggle with, then the teacher will call the entire class back together to
talk through those specific problems.
C. Response: Response occurs during the warm up in written form in their notebooks,
and occurs verbally throughout the lesson. The students are expected to ask questions if
anything is unclear and respond if the teacher asks for student input. They will also be
responding in a written manner as they complete their practice problem set.
Guided Practice: The guided practice takes place as we work through the flip-charts together
and fill in the examples. They have both the teacher and fellow classmates to rely on at this point
so they have plenty of resources to consult should an issue arise.
Independent Practice: The independent practice takes place as they work through the three
worksheets. It is quite a bit of practice, but for this particular concept, the trickiest part is
knowing which relationship applies and when, so doing multiple problems and becoming
familiar with the process is the most efficient and effective way to learn. Again, listening to
music is encouraged so that the outside distraction isnt overwhelming or bothersome.

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Closure: With three minutes left in class, the teacher will gauge where the class is as a whole. If
theyve been working diligently throughout the hour then the worksheets wont be sent home as
homework. However, if theyve been easily distracted and having trouble focusing, they will be
expected to come back the next day with their worksheets completed and ready for a star.

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LESSON 4:
Standard: HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
Objective/Target and I can statements: I can use the properties of 45-45-90 and
30-60-90 triangles to determine side lengths without using the Pythagorean Theorem.
Anticipatory Set: 2-square warm-up today. They will draw the 2-square directly into their
notebooks and in the left square theyll write a test question about special right triangles. In the
right square theyll explain how this tests a students knowledge of special right triangles at the
mastery level. The teacher will pull popsicle sticks to see what three students will share their
questions for the rest of the class to solve.
Input
A. Task Analysis
1. Information the learner needs: Since this is day two of the special right
triangles unit, the students will need all of the information and skill they acquired the day
before, as well as a knowledge of the Pythagorean Theorem and how to write solutions in
simplest radical form.
2. Procedure: After the warm-up has been completed, there will be a Q&A
session on the worksheets from the previous day. These practice problems took a lot of
work and effort, so it is only right that the students have an opportunity to ask questions
on those that they dont understand. It should be made very clear to the students that if
they are unsure about anything to ASK a question! It is almost a guarantee that for every
one student who asks a question, there are about 10 others who are too shy to ask the
exact same one. After the Q&A, there will be a two-column proof to complete that has to
do with solving for the missing sides of a 45-45-90 triangle. In one column the students
will need to show their work (the what) and in the other column they will need to
explain how they know they can do that (the why). They will be working with their
table partners on this and will need to get it checked by the teacher before moving onto
the challenge problems. There are only four challenge problems, but they really force the
students to extend their knowledge of special right triangles and think about them in an
entirely new way. They will work on these four problems for the remainder of the hour.
B. Thinking Levels/Blooms Taxonomy: Levels 3, 4 and 6, application, analysis and
evaluation, are addressed in this lesson. Students are applying their knowledge of special right
triangles to new situations and analyzing what theyre given and breaking the problem down into
more manageable parts they can work with. They are also making conclusions on solution
processes and defending their solutions with whys.
C. Accommodations: For visual impairments, the worksheets can be enlarged. For
students who are really struggling, they can work with aides or the teacher as they get to the
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more challenging problems. The teacher can scaffold the students knowledge toward deeper
understanding. By having the teacher there to help guide him/her from point a to point b in a
meaningful way can make all the difference in whether or not a student understands.
D. Managing the lesson: During the Q&A, students will be reminded that even if they
understand a problem that is being explained at the front, it does not give them permission to be
loud and disrespectful because other students are trying to learn. If it begins to get out of control,
only the students who are causing the disruption will be warned or asked to leave since others
deserve the opportunity to learn. During the remainder of the work time, it will mostly be about
the teacher getting around to each group in a timely mannernot spending too long with any one
group.
Modeling: The teacher will model those problems that the students struggled with the day
before. It is up to the students to bring in the problems they couldn't quite understand so that
there is an actual starting point, not just an I dont understand whats going on at all. During
this modeling (since its the second day theyve seen the concept), the students will do more
modeling. Theyre writing the why for each step, which is basically taking on the role of the
teacher.
Checking for Understanding
A. Sample questions: What is an altitude? What do we know about the angles of an
equilateral triangle? What do we know about the angles and sides of a square? What are some
tools that work for you when trying to determine the relationships amongst the sides? What
allows us to complete each step in this 45-45-90 proof?
B. Teach and check: As the teacher is going through the Q&A problems, he/she will
constantly be asking if the students are with him/her at each step. If not, we can easily identify
where it is the error is being made or the misconception is being had. Also, as the teacher walks
around checking the two-column proofs, he/she can see how well each student understands
whats going on and determine if the class needs to be called back together for any further
discussion on anything.
C. Response: High response is expected during the Q&A since this is the best time to ask
questions. Students should be chiming in on their misconceptions, weak spots and overall lack of
understanding so that we can break everything down. They will respond in a written way as they
write their whys and verbally as they speak with classmates and the teacher on how to go
about approaching and solving certain types of problems.
Guided Practice: The guided practice is not only the Q&A session with the teacher, but the twocolumn proof as well. They will have the teacher and other students as resources, so they should
have plenty of methods of understanding.

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Independent Practice: The independent practice doesnt necessarily have to be independent

(they can work with one other partner), but it should really test his/her ability to stretch and apply
what we learned into completely different situations. It will test their critical thinking skills as
well as their ability to simply take the given information and just start to roll with it and see
where it takes them. The two-column proof has them practicing their writing skills and
explanatory power. Sometimes they think they understand the concept, but dont really know
until they have to write it out. The challenge problems stretch their current knowledge and see
how well they can apply and extend what they know.
Closure: The closure will be getting around to each group to see how theyre progressing and
starring their worksheets as they complete them. They will only have homework if they dont
finish both worksheets, which shouldnt be a problem given the large amount of time.

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LESSON 5:
Standard: HSG.SRT.C.7Explain and use the relationship between the sine and cosine of
complementary angles. HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem
to solve right triangles in applied problems. HSG.MG.A.1Use geometric shapes, their
measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as
a cylinder).
Objective/Target and I can statements: I can use the sine, cosine and tangent ratios to
determine side lengths and angle measures in right triangles.
Anticipatory Set: Students will respond to the question, what do we do to solve for the missing
sides of a triangle if there is only one side length given and the angles do not correspond with
those in a special right triangle? They should give their best response based on the flipped
classroom video lesson from the night before.
Input
A. Task Analysis
1. Information the learner needs: The learner needs to be very comfortable with
the Pythagorean Theorem, as well as basic mathematical operations (addition,
subtraction, multiplication and division). They will also need a basic understanding of
sine, cosine and tangent operations per the video from the prior evening.
2. Procedure: There will be two Geogebratube tutorials that the students will
experiment with today. The first shows the relationship that exists between angle
measure, triangle size, leg length and the trigonometric functions. The students are to
play around with this tutorial and answer three questions on Socrative Learningthese
answers will be displayed on the SmartBoard (anonymously) so that we may read
through the various thoughts and observations. Once weve talked through these, the
students will go to the next Geogebratube tutorial and begin working on that problem.
This one entails them setting up a trigonometric equation and solving it for the missing
variable. Once theyve worked through this more challenging problem, theyll receive a
worksheet with a few basic practice problems to see if they can apply what theyve just
done to more simple trigonometric problems. This should be finished within the hour and
glued into their interactive notebooks.
B. Thinking Levels/Blooms Taxonomy: Levels 3 and 4, application and analysis, are
addressed in this lesson. Students are applying what theyve learned from the video and tutorial
to a more complex word problem and then even further to simple trigonometric problems. They
must analyze the given information and decide which trig functions to use in order to solve the
problems.
C. Accommodations: Sine the two tutorials are online, there are computer programs
available to read the instructions to auditory impaired students and the screens can be enlarged
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for visually impaired students. This lesson should really assist those hands-on learning students
with the material since they are able to manipulate the figures on the screen and take notes on
what they observe. If there are aides available, they can assist those who arent as technologically
savvy.
D. Managing the lesson: Since this lesson is all about the use of technology, it is going
to be critical that the teacher is constantly walking around and monitoring the screens of the
iPads. When we are going through the observations on the first tutorial, the teacher will want to
draw popsicle sticks so that every student is sure to be prepared with something to say. Only
once the students have completed the two tutorials and worksheet for the day may they have any
type of free time. This free time should be spent preparing for retesting or reviewing previous
lessons/concepts. While the students are working more independently on the practice problems,
the teacher will want to be readily available to all students, which means not spending too much
time with any one group of students.
Modeling: The teacher will model the movements and dragging of the tutorials so that the
students understand how to interact with the program. Then, the teacher will also be sure to point
out the main ideas and conclusions that should have been drawn (if the students havent already)
from the first tutorial. Further modeling will take place on a one-on-one or group-by-group basis
if the students have any particular questions on the word problem or worksheet problems.
Checking for Understanding
A. Sample questions: What do you notice about the trig functions as the angle gets
bigger? Smaller? What do you notice about the trig functions as the triangle side lengths get
larger? Smaller? When do you use sine? Cosine? Tangent? How can you tellwhat will you
look for? How do you solve for the angle if youre given two side lengths?
B. Teach and check: The Socrative Learning program will allow the teacher to go back
and check what students have written and what theyre thinking so that they can eliminate any
misconceptions right away. It also will allow others to see relationships they may have never
thought of before reading their classmates responses. The worksheets will have answer keys up
front so students can check their work as they go and be sure to ask for explanations on those
problems they dont quite understand.
C. Response: Each student will be forced to respond to the questions on Socrative
Learning, which is a really good thing, because then no student is left behind. The responses are
anonymous so there is no fear of being wrong in front of their peers. Their written responses are
when they write in their notebooks for the warmup as well as when they complete the practice
problems on the worksheet. The hope is that they will respond to one another as they ask
questions about the work to their classmates.
Guided Practice: The guided practice for today is the two Geogebratube tutorials. These are
activities they will work through with their peers and teacher interjection as he/she circulates the
27

room. This is the time for them to ask questions on anything they dont quite understand. They
will want to understand the sine, cosine and tangent relationships well after this, so if they dont,
they need to be sure to ask either those around them or the teacher (or even better, both). There is
meant to be a considerable amount of discussion during this.
Independent Practice: The independent practice (or partner practice) is the worksheet that
contains the basic trigonometric functions problems. This shouldnt be overly difficult, just
getting them to think about the application they just did in a more straight-forward manner. They
need to be able to apply from the top down just as we often have them apply from the bottom up.
Closure: The closure will be a check of the worksheet and a reminder that there will be a quiz
the following day on this topic. Each student is to come with one question about the material to
review before the quiz.

28

29

LESSON 6:
Standard: HSG.SRT.C.7Explain and use the relationship between the sine and cosine of
complementary angles. HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem
to solve right triangles in applied problems. HSG.MG.A.1Use geometric shapes, their
measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as
a cylinder).
Objective/Target and I can statements: I can use the sine, cosine and tangent ratios to
determine side lengths and angle measures in right triangles.
Anticipatory Set: On their lesson quiz, the scores werent as high as we (the teachers) felt they
should have been, so were going to offer a retest as long as they complete additional practice.
So, the warm up for today is to write a brief explanation on how they can improve their score, or
what they think went wrong the first time they tested.
Input
A. Task Analysis
1. Information the learner needs: The learner needs knowledge of the
trigonometric functions and how they are applied to right triangles. They also need to
know how to apply the Pythagorean Theorem in order to solve for missing side lengths.
They should have a working knowledge of the inverse trigonometric functions in order to
find angle measures.
2. Procedure: The day will begin with some writing on their previous lesson quiz
and what theyre going to do on the retake (if they choose to retake it). Then, well move
into some verbal explanation. Sometimes students (and even adults) think they
understand something in their head, but then once they try to articulate it, find that they
are unable to do so. There will be various problems put up on the board and the students
will be given a few minutes to work out the problem on paper (or at least give it their best
try). Then, theyll turn to their partner and one will explain the entire process out loud
while the other listens, and then they will flip roles. That way both partners are getting a
chance to verbally explain whats going on in the problem and they can identify any areas
where they may still be unsure or confused. If their partner cannot explain these areas to
them, the teacher may be called over to help further describe what is going on in the
problem. After doing 5 problems like this, they will be given problems in the book that
they can complete in order to retest the following day. They will be given the remainder
of class time to finish these problems and what they dont finish will be homework. Only
if all of these are done may the student retest tomorrow.
B. Thinking Levels/Blooms Taxonomy: Levels 4 and 5, analysis and synthesis, are
addressed in this lesson. Students are analyzing what they did incorrectly and coming up with
new ways and new solutions in order to do better the next time around. Just because they didnt

30

understand it the way it was explained the first time, doesnt mean they wont understand it if its
explained in a different manner.
C. Accommodations: The work with partners should actually be accommodation enough
for most struggling students. They will have someone with whom they can work and ask
questions, as well as consult the teacher for further explanation. Also, during the work time, they
have the teacher and their peers (and any math aides available) to ask questions or further
explanation. For visually impaired students, the problems can be put onto a computer and
enlarged.
D. Managing the lesson: Since the students will be talking for much of the lesson, it will
be up to the teacher to keep the students on task. They will only be given 2-3 minutes to work
through the problem and then 1-2 minutes each to explain the process. Extra time can lead to talk
that is off topic or irrelevant. Keeping it short and to the point will ensure that they are focusing
on the topic at hand. Then, when theyre working on the book problems, they will be reminded
that they get to retest only if the problems are completed. This is motivation to keep them on task
and working.
Modeling: The teacher has done a fair amount of modeling on this in previous days of
trigonometric functions, so the majority of the modeling will be done by the students. They will
be the ones doing the practice problems and then explaining them to their partners (and vice
versa). The only teacher modeling will come from showing them the correct answers (so that
they may ask any questions they may have on the practice). Additional modeling may be done
one-on-one or in partners while working individually. If the students have questions on these
problems, the teacher can work with them individually.
Checking for Understanding
A. Sample questions: What trigonometric function would you use for the first step?
Why? Is this the only trig function you could use? Do you need to use only trigonometric
functions to solve this triangle? Could you use the Pythagorean Theorem? What tells you that
you need to use trig functions and not the Pythagorean Theorem on this problem?
B. Teach and check: By having the students write down their work and speak it out loud,
it gives two methods for the teacher to check their answers. The main teaching has been done
over the past two days, but today is for reteaching, so just the problem areas will be addressed.
As the teacher circulates the room, she can check for understanding by seeing whether the
students are calculating the correct answers and explaining them to their friends. The students
can check their book work from the teachers book at the front of the room to see whether
theyre getting the correct answers or not.
C. Response: Each student will be responding in a written and oral manner. Their written
responses will be good for them to review later, and their verbal responses will let them know
what they actually know and what they still need to work on. The book work responses will
31

provide extra practice as they review for their retest (if they choose to retest). Even if the student
does not choose to retest, he/she will work on the problems for the remainder of the period.
Guided Practice: The guided practice is the tell a partner activity. This gives them practice
with others and the teacher so that they can ask their questions and clear up any misconceptions.
They also will be able to identify patterns that will help them on the lesson quiz and with the
practice problems.
Independent Practice: The practice problems from the book are meant to worked on
independently since the lesson quiz will be taken independently. If they are able to work through
all of these problems without any issue, then they are likely to be able to take the quiz without
hitch. If they finish these and show them to the teacher tomorrow then they will be allowed to
retake the concept lesson quiz.
Closure: They are to work on the practice problems until the end of the hour and finish them up
at home if they would like to retest the following day.

32

LESSON 7:
Standard: HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
Objective/Target and I can statements: I can use angles of elevations and depression to
solve problems. I can apply the Pythagorean Theorem to problems that use angle of elevation
and depression.
Anticipatory Set: The anticipatory set is a writing: what do you think is an angle of elevation
versus an angle of depression? Draw a figure.
Input
A. Task Analysis
1. Information the learner needs: The learner needs basic English vocabulary of
angle, elevation and depression. They also need to understand the use of the Pythagorean
Theorem and how to apply it to word problems. They should be able to take a written
problem and transforms it into a diagram with something they can solve.
2. Procedure: The day will begin with their written warm up and then move into
the use of infuse learning, a website that allows teachers to ask questions and have the
students use iPads to respond. The iPad becomes a virtual whiteboard so that the students
can draw out the scenario thats being described in the word problem and solve for the
missing variable/side. There will be 5 of these problems. Its okay that there arent
numerous problems, because its important for students to take their time and work
through these more difficult problems. If they can apply their knowledge of the
Pythagorean Theorem here then theyre going to be so much better off in the long run.
Application and critical thinking is so much more vital than memorizing formulas. Each
of these problems will be discussed and the students work will be visible on the infuse
learning site. There will be one worksheet with practice problems todayif they arent
finished in class, they will be saved for the following day. They will get up and switch
partners for each problem so that they gain experience working with all types of people
and also dont get too complacent with the same person for the entire class period.
B. Thinking Levels/Blooms Taxonomy: Levels 3 and 4, application and analysis, are
addressed in this lesson. Students are applying what they know about the words elevation and
depression in general to mathematical situations and then further applying their knowledge of
real world situations. They then have to analyze the given information to make educated
decisions on how to set up their diagrams.
C. Accommodations: For visually impaired students, this program is actually perfect
because it can be zoomed in and out to meet their needs. For students who may need more
assistance, they can ask those around them or the math teacher for extra guidance. Its okay to be
wrong herethats how we learn!
33

D. Managing the lesson: I think the students will be very excited by this program
because its something new and different and gives them an opportunity to use technology. The
most difficult part will just be keeping them focused on the math and helping them refrain from
simply drawing pictures on the virtual whiteboards. Therefore, short response time will be best
so that theyre all working to complete the task before moving on to other technology related
things. Also, drawing popsicle sticks will help insure that theyre getting at least something down
so that in case theyre called they have something to say.
Modeling: The teacher does very little modeling in the beginning of the lesson, other than
describing that angles of elevation and depression have to originate from a horizontal line. The
whole point is for them to deduce what is an angle of elevation and what is an angle of
depression just from what they already know about these words. The situations also describe
things they witness in real life, so they can use this to help model these angles and hopefully
draw conclusions about whats going on in the diagram. Once we go through the problem, the
teacher will draw out the model, too so that there is no confusion about what is correct.
Checking for Understanding
A. Sample questions: What side are we trying to solve for? How do you know? Does the
observer need to tilt his/her head up or down? Does this mean elevation or depression? Where is
the horizontal line and why is this important? What sides do you know/can you label? Are they
asking for an angle measure or side measure?
B. Teach and check: The infuse learning website allows the teacher to view the results in
real time as well as save them for review later. The teacher will be able to look them over and
address any common misconceptions to the entire class rather than trying to do so individually as
they work on worksheets. This way everyone gets the same corrective information. The teacher
will also check for understanding as he/she makes his/her way around the room as the students
are drawing and solving.
C. Response: The student response will be both written and verbal. Theyll need to be
able to communicate to their partners (since theyll be switching for each problem) about what
they think as well as write it down on the whiteboard. This will really show them what they
know and what they need to work on/ask questions about. The written response in the beginning
of the hour can also give the teacher a gauge on their current knowledge of the vocabulary. As
theyre working there will definitely be questions and the teacher can decide whether or not to
address these individually or in front of everyone.
Guided Practice: Everything today is a little bit of a mix of guided and independent practice.
There will be no direct instruction from the teacher, but the students are still working with one
another and have the ability to ask the teacher for help. The virtual whiteboards on infuse
learning are meant to help guide them to draw conclusions about these types of scenarios and
angles on their own. This is nothing they cannot determine without some discussion with
34

partners and practice with real life problems/scenarios. The independent practice will come in the
form of a worksheet. This will show the students and the teacher if they can apply the practical
skill they learned today to more traditional problems.
Independent Practice: This is somewhat independent today simply because the teacher isnt
giving step-by-step instructions, but the real independent work will come when they work on the
work sheet with problems that have to do with angles of elevation and depression, too.
Closure: The closure of today is to go back to their notebooks and alter their definitions of angle
of elevation and angle of depression if necessary after the work we did today. If they dont think
it needs editing, then describe why.

35

Questions for infuse learning activity:

36

Worksheet for them to work on independently:

37

Bibliography
The textbook is simply a means of guiding the organization of the lessons. None of the
problems are taken from the books and the students are never asked to read the book to learn
the lesson. Everything is done with a purpose and learning by memorizing facts and formulas
from a textbook is not the solution. The book that is used as a guide is Geometry Common Core
by Pearson. The lessons from this unit focus on chapter 8 sections 1-4. The resources for each
lesson are attached to the individual lesson.
Works Cited
Bean, Spencer, Michael Brust, Timothy Kelly and Corey Sullivan. Flipped Mastery Learning:
Mathematics Without Boundaries. Flipped Math, 2010. Web. 10 Oct. 2014-5 Dec. 2014.
http://geometry.flippedmath.com.
Charles, Randall I., Basia Hall and Don Kennedy. Geometry Common Core. New Jersey:
Pearson Prentice Hall, 2012. Pgs. 491-521. Print.
Forest, Annie. Discovering the Brandon (Pythagorean) Theorem. Show Your Thinking Math,
2014. 20 Oct. 2014. http://showyourthinkingmath.blogspot.com.au/2014/01/discoveringbrandon-pythagorean-theorem.html.
International GeoGebra Institute. Various GeoGebratube tutorials. GeoGebratube, 2014. 10 Oct.
2014-20 Nov. 2014. https://www.geogebratube.org.
Melograna, Chris. Notesheet for Angle of Elevation and Depression word problems. Sophia
Learning, LLC, 2014. Web. 30 Oct. 2014. http://www.sophia.org/tutorials/angle-ofelevation-and-depression-word-problems.

38

Lesson 8: Assessment

39

40

Reflections
Lesson 1: After teaching lesson 1, I felt excited and ready for more! There is nothing like
discussing math to really see if students understand it (and if they dont, its okay!). We can
reach everyone because the atmosphere in the room is one of safety and comfortmaking
mistakes is welcomed, because its how we learn from one another. When students didnt
understand something I invited them to share with the group so that we could all bounce ideas
off of one another. Learning from their classmates was such a powerful tool, and I think they
appreciated being able to be the teachers for the day. I tried to interject as little as possible,
because it was important for them to work through the tough stuff themselves. Learning doesnt
happen when were in our comfort zoneits only when were pushed outside of it that we truly
grow and gain knowledge. So I was really glad to see that they were willing to take the time to
talk it over with their classmates before coming to me if they really just could not articulate their
responses.
Once they had responded to all of the questions I posed to them and answered their
fellow classmates misconceptions, they got to work on the first half of the worksheet. I decided
to print off the worksheet as one whole set of practice problems since it covered the same
concept, but split it into two days. They worked really well on the first half and the vast majority
were finished and got it starred before they left for the day. Those who had questions worked
with partners before coming up to me if they were still stuck. It was just so empowering to watch
them work together on these.
I feel that the days objectives were met purely based on the speed and accuracy with
which they were able to work through their practice problems. There were only a few students
who needed to ask for assistance, while all the others seemed to have it down.
For next time the only thing I would change for this lesson is to maybe have them split
into two smaller discussion groups. It was a little challenging to make sure we heard from
everyone at some point in our discussion, so having them split up may assist with this. That way
I could still pose the questions, but be able to listen in on two different discussions.

Lesson 2: After teaching lesson 2, I felt proud. Sure, all of my students knew the Pythagorean
Theorem from both this class and previous math classes, because it was something they were
taught to memorize. However, after this activity they knew why it worked and how it came to be.
I was hoping for a little more enthusiasm from them as they worked (they got to chat with their
group and be up and moving!), but they told me afterward that this activity was a lot more fun
than their usual math classes, which involve taking notes and then doing book work. So
receiving the positive feedback was uplifting.
I really liked walking around to each group, because I got to address each student
without having to spend so much time up in the front lecturing the class. I got to go through their
observations with them and help them come to different conclusions and listen to the ones they
had come to on their own. They we all came together and wrote our findings down in a similar
way.
Again, I feel that the days objective was metstudents know understand why and how
the Pythagorean Theorem works, rather than just having it memorized. If they understand the
why and the how, then they will know what to look for in a problem to see if they can use this
theorem or not. Again, they worked through the worksheets with ease, although the
requirements for obtuse and acute triangles did get mixed up a few times in students minds. I
think more practice will help keep this straight.

41

A change I may make in the future is to print out the observation sheets rather than have
them draw them. Not everyone drew them in a very clear and concise manner, which made
drawing conclusions difficult. I think by giving them the printed out version it would help with
organization.

Lesson 3: This was a very challenging lesson, and I could tell the students were beat by the
end of the lesson. It seems that whenever square roots are introduced into a lesson, students
get overly worried and anxious, regardless of the fact that theyre just numbers, too!
Understanding the relationships that exist between the sides of the 45-45-90 and 30-60-90
triangles definitely takes practice, but I dont know that the students appreciated the three
worksheets they received for today. The flip book was very helpful, and I could see them flipping
back to this frequently as the worked. I liked working through the first two together in the
examples and then having them take the lead and work on the next two. It prevented me from
doing the majority of the lecturing or instruction, which is always good. That way they are able to
learn from one another.
When I passed out all the worksheets, there was a lot of grumbling. However, they had a
good chunk of time in class to work through the problems and most of them finished in this time.
They admitted that even though it was a lot of work, they could see the benefit. They said they
felt much more comfortable with the different triangle side relationships now that they had done
so many practice problems. Many of them were able to make Pythagorean Theorem
connections here, too! Its so great to see them apply concepts within others.
I feel that this lesson is going to take more work just because of the complexity of the
triangle relationships. This was evident in the number of students who were asking for help from
both their peers and myself. Its definitely good that well be spending another day on it.
I really dont think Id change anything in this lesson. Even though there was a lot to do
today, it showed students that math isnt always easy. Sometimes we have to work really hard to
understand a concept and thats okay! Even if you dont understand it right away, there are so
many resources to help you that you will eventually get it. The flip book was great and Ive seen
students refer back to it MANY times!

Lesson 4: Lesson 4 was definitely needed. We dont usually do Q&A sessions, simply
because they dont often benefit everyone since its only a handful of students asking about a
problem. Also, it doesnt necessarily engage higher level thinking since theyre just asking about
questions that weve already assigned. However, today was an exception because of the
difficulty of yesterdays lesson. Students were still in the beginning phases of comprehending
these special right triangles. We spent a good 30 minutes going through various problems and
working out solutions in a variety of ways to show that though there may be one correct answer,
there are many paths to arrive there. I think students felt much more confident after going
through these problems, and were ready for the challenge and explanation problems. The first
was a two column proof where they had to show their work and then explain why it worked and
why they knew to take that step. This was to increase comprehension and show them that
sometimes we may think we know how and why something works, but actually writing it out is
so much more difficult that one may think. The second worksheet had only four problems, but
they were all application problems, which seem to really challenge students. They were forced
to think about special right triangles in terms of other shapes. Once they got past the initial this
is hard phase they really seemed to do well for the most part. There were, of course, some
students who really needed to be walked through these applications, but I truly believe they had
a deeper understanding afterward.

42

Though this lesson was hard, I think students really rose to the challenge. They were
asking excellent and detailed questions. They all finished the proof and got it starred by me and
some even finished the challenge problems worksheet, and if they didnt, they were working
extremely diligently on it. I was proud of the fact that they never gave up. Sometimes thats half
the battle!
Something I may change for this is to split them into groups with a variety of skill levels
for the challenge problems. That was they can explain different facets of the problems to one
another and hopefully explain to those who dont quite understand. They get to play the role of
teacher and at the same time see how much they really comprehend and where they still
struggle.

Lesson 5: Lesson 5 was a great introduction into using technology in an education-based

way in the classroom. We have a classroom set of iPads, which the students use to take their
lesson quizzes on and can use as a calculator if necessary. We havent really used them much
for instruction, though. So, since they watched the flipped classroom video the night before on
the trigonometric functions, I decided to have them do a bit of discovery learning and exploring
using GeoGebra and some pre-made tutorials. It was clear from their smiles and focus that they
really enjoyed this way of learning. I think since it was a break from the norm they really
appreciated it. They were ale to answer the questions asked of them on the Socrative Learning
website and didnt grumble about it at all. I really liked how we could go through each students
answer (anonymously) and see whether we agreed or not and what we could conclude from
everyones.
The true test was if they could transfer these relationships to the challenge GeoGebra
problem, as well as the practice problems on the worksheetand for the most part, they could! I
was very excited to see them applying what they saw in the tutorial to the problems. They were
also explaining it to one another, which was awesome from a teacher standpoint.
If I could add one thing to this lesson, it would be to include a writing or response of
some sort. Ive noticed a trend on their past lesson quizzes: when they are asked to write about
the concept, they perform better as opposed to when they are not asked to write about it. Other
than that I was really pleased with the way the lesson played out.

Lesson 6: Lesson 6 proved me right about the writing and test scores. The lesson quiz
scores werent nearly as high as I or the students would have liked. So, I decided to do a
reteaching day and offer a retest in class if they completed a certain amount of extra practice. I
began with them writing because I wanted to make sure I gave them every advantage over this
retest as possible. I asked them to write about what they thought went wrong so that they would
know where to focus their studying and attention for today. I think that going through some of
the problems from yesterday and then giving them the majority of the hour to work on practice
problems from the book was fantastic. It gave them ample opportunity to ask as many questions
as they could come up with and really focus their energy on the portions of the concepts they
misunderstood. I was okay with it being more of a relaxed class environment today because the
students were at different levels of comprehension and understanding. I wanted to make sure
each student could work at his/her level. It paid off because their retest scores (for those who
retested) were phenomenal!
I think that I would have the students form groups next time: those who are not going to
retest vs. those who are. That way, they can work with those who are concentrating on specific
areas or ideas. Also, I could address multiple students at once rather than explaining the same
thing over and over again as multiple students come up and ask me for help. It would be more

43

efficient for both myself and the students. Also, the students who already understand this
concept can work on more challenging problems and discuss them amongst themselves.

Lesson 7: Lesson 7 was by far my favorite (and I think it was the students favorite, too!).
Using the Infuse Learning site was such an awesome and interactive way to get them to draw
out the scenarios. We always discuss how important it is to draw a picture, but I dont think the
kids really understood that until today. It was almost impossible to solve the problem without
drawing it out. This programs allowed them to be creative as they drew their responses and use
a variety of colors and visuals to make the problem their own. They were of course required to
solve for the missing side or angle, too, but this seemed to make it more enjoyable for them. It
was also awesome that they had to switch partners for each problem. If they had gotten to
choose the same partner for all of them, students would have gone with those who were at the
same level and some groups would have gotten it right away while others really struggled. I
wanted to make sure that they had the opportunity to work with classmates of varying ability so
that they would have to either become the teacher or rise to the occasion and learn from their
peers.
The concept didnt need any real direct instruction, because they understood it so well
from the drawings we did in the beginning. Every single student in each hour finished the
worksheet within the time constraints of class, so that was an excellent sign. This was a great
lesson to end on, because it brings everything full circle and shows how Pythagorean Theorem
and right triangles are represented in word problems. Im very proud of their work after this days
lesson.
I dont think I would have changed anything about this lesson. I loved their levels of
enthusiasm and energy and was really impressed with how well they worked without
complaining, even though it could be frustrating at times. I think they really benefited from the
change in the classroom proceedings and I plan to do a lot more with the Infuse Learning site in
the coming lessons.

44

Student Reflection Form

Name: ________________________
Hour: ______
1. What was your favorite concept in this unit and why?

2. What would you do differently throughout this unit?

3. Did you feel that the final assessment was a fair evaluations of what you
learned during this unit? Why or why not?

4. What activities did you enjoy from this unit and why?

5. What activities did you not enjoy from this unit and why?

6. Do you feel the information was relayed to you by the teacher in a way that
made sense? Do you have any suggestions for the teacher on how to better do
so?

45

Teacher Evaluation Form

Unit Name: ___________________________________
Chapters: ____________________________________
Standards Covered: ____________________________
1. What teaching techniques were used throughout these lessons? Which ones
were successful? Not successful? Why?

2. What classroom management methods were used and how effective were
they?

3. What types of technology were used throughout the unit and how did they
benefit the students learning?

4. How did the lessons deepen student understanding and help them think
critically about the unit?

5. What changes could be made to improve student learning throughout the

lessons?

46